Year: 2023
Type: conference-paper
Study design: Clinical Trial
Abstract: The current study was aimed at examining the importance of procedural knowledge in the context of metacognitive instruction in problem solving. Participants were 38 Greek Year 3 children, half of which were assigned to metacognitive instruction (experimental group) while the others were not (control group). Results indicated that students who were exposed to metacognitive instruction outperformed their counterparts on procedural knowledge, whereas before the intervention there was not such a difference between the two groups. Educational implications for metacognition in mathematical problem solving are discussed.
Source: HAL
Authors: Vissariou, Aikaterini, Desli, Despina
Institution: Aristotle University of Thessaloniki
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4391079082